Strategy name:
POOCH
Source:
Michael Pohl
http://www.thinkingeducation.com.au/default.htm
Overview:
The POOCH model aids students to think critically. It is a
strategy that allows students to clarify issues by using
logic in judging information. Technology students can use
POOCH when generating and developing ideas to help
them choose between options when designing. They will
need to choose between materials, techniques, etc
before deciding on their final product. The POOCH model
helps students in their decision making.
(Problem-Option-Outcomes-Choice)
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
pooch.doc
page 1 of 3
Using POOCH for generating and developing ideas
1. Discussion about the importance of considering a wide range of
alternatives before selecting a final design must occur. Students are then
introduced to the POOCH model to ensure alternatives are considered
(see following page).
2. The POOCH model can be used as a scaffold for students to complete as
they explore solutions, research, experiment and choose between options
before making a final choice. The POOCH model may be completed over
several weeks as the project proceeds.
3. Students identify the problem and record it in the diagram on the next
page under the heading Problem.
4. Students then identify and generate reasonable alternatives as possible
solutions. The alternatives are recorded under Options.
5. After research and experimentation the implications of each alternative are
recognised and recorded under Outcomes. Once at this stage of the
model students have sufficient information to compare the alternatives,
they are able to recognise the implications of each alternative guiding their
decision making in the next step.
6. Students are better able to make an informed decision after working
through these steps. They are now ready to make the choice. They record
their decision under Choice.
Tips and hints


Allocate time at the end of each lesson for students to complete the model.
The model enlarged on A3 paper works best. This allows students more
space to write but still restricting their documentation so they keep their
findings concise.
Using POOCH for evaluating
This model can be extended to: problem – option – outcomes – choice – how
did it turn out? An evaluative component is then included when the model is
extended. By adding the question ‘how did it turn out?’ students are involved
in reflective, metacognitive thinking. This question challenges the
effectiveness of the students’ decision making. At this point students may
need to identify some further choices and work through the POOCH model
again.
Problem
Option
Outcome
Choice
How did it turn out?
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
pooch.doc
page 2 of 3
Technology Unit, Curriculum K–12 Directorate,
NSW Department of Education and Training
http://www.curriculumsupport.education.nsw.gov.au/technology/
pooch.doc
page 3 of 3